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Texas Afterschool Centers on Education Lesson: Commercials That Sell 1) Description Summary Describe in a sentence the objective for this lesson. This will show up in the Lesson at a Glance in the Activity/Unit Plan. Recruits are introduced to the world of advertising through the medium of commercials. Lesson Description: Give a description about the lesson. What is the big picture and purpose? What are the lesson goals and objectives? In this lesson, recruits are introduced to the world of advertising through the medium of commercials. Recruits will have the opportunity to design their own commercial and outline a strategy to sell a product. Recruits will be able to use all skills learned from previous lessons. Lesson Duration (Hours/Sessions): 1 hour/ 2 sessions Instructor: (Select who is delivering this activity by right-clicking on the appropriate box below and selecting Properties and select Checked) Certified Teacher College Student Volunteer Para-professional Other: Focused Texas Essential Knowledge and Skills (TEKS): Focused TEKS: Primary TEKS covered are all aspects of 126.12. Secondary TEKS that are incorporated include all aspects of 110.18-20, 120.3.C, & 127.3.C.7. Additional TEKS can be incorporated based on specific focus and desired outcomes by the instructor. If lesson is scaled up or down, TEKS should be adjusted accordingly. LANGUAGE & TECHNOLOGY STANDARDS: ELPS (English Language Proficiency Standards): Follow the link for an ELPS guide - (If applicable) ELL Learning Strategies: Listening: Reading: Speaking: Writing: Technology: If applicable; use short descriptive statements. Foundations: Students compare, contrast, and appropriately use the various input, processing, output, and primary/ secondary storage devices (like video cameras). Information Acquisition: Students identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files. Solving Problems: Students use technology in self-directed activities by sharing products for defined audiences. Communication: Students deliver the product electronically in a variety of media, with appropriate supervision. Key Vocabulary Terms/Academic Language What are key words and terms that students should use as part of their discussions, written work, and in showing understanding in this lesson? Commercials, Succinct, Advertisements, Product, Imagery, Persuasion, Symbolize, Analogy, Creative, Director, Demonstration, Visual, Problem, Solution, Transform, Benefit, Comparison, Competitor, Testimonial, Presenter, Characters, Imagery, Showcase, Unique, Personality, Parody, Format, Humorous 2) Supplies & Setup Lesson Materials: Computers, Video Recording Equipment (video cameras, Flip Video Cams, tripods, memory cards), TV/Monitor/Projector/ Electronic Whiteboard, pen/pencil, paper, Several Common Household Items Lesson Resources: These can include people, web sites, references, etc. Ad Types Handout pdf, Internet, www.YouTube.com, video.google.com Room Preparation/Materials Set-Up: How should the room and materials be arranged? The room can be set up in any configuration that allows recruits to form groups and yet still see the instructor in the front or in the center of the class. An ideal setting would be with round tables compared to desks, but either will work. Grouping of Students/Parents/Family: Select those that apply How will you group students/parents/families for each section of the lesson to structure peer-to-peer interaction? How will you get them into these groups (e.g., counting off, common ) Whole Group Pairs Triads Groups of 4 or 5 Other: Grouping Strategy How will you get them into their groups? Counting Off Common Interests Self-chosen Common Tasks Other: 3) Lesson Outline Engage - (written in easy to follow steps): How can you elicit their previous knowledge? What do they already know about this topic? How does this topic connect to their world? Service Learning: How will you guide them in identifying a service learning project? How will you guide them in learning about their selection and assessing needs? [Begin Session One] Step 1) Welcome the recruits to their next step in training. Review what has been covered so far and explain that the recruits will now have an opportunity to put their learning into practice. Step 2) Share that the toughest type of video production is that of the commercial. A commercial must capture the attention of the audience in the first few seconds and has a very limited amount of time to convey a message. That message has to be so powerful and succinct that the audience is willing to “buy in” to the product being showcased. Step 3) Pull up Google Videos and search for Nike Commercial – Soccer Players vs. Ninjas. Show the video and discuss. Explore - (written in easy to follow steps): What hands-on/exploration activities will they do? How will they be working – groups, individually? Service Learning: How will they explore key components and possibilities around the community issue? What are some causes behind the issues? What is the academic connection? Step 1) Instructor should give each recruit a copy of the Ad Type Handout. Agent Shmoo had the opportunity to work directly with Donald Gunn on some of The Agency’s ad work and he felt that each recruit would benefit from understand the 12 types of categories for advertising. Step 2) Walk through all 12 types of ads and show the commercials that demonstrate each add type. Step 3) Discuss the ad types and the commercials showcased. [End of Session One] Explain - (written in easy to follow steps): How will they show understanding, observations, and hypotheses of the topics/concepts in their own words? Introduce students to models, laws, theories and ask them to connect knowledge from the Explore phase using the new terms/vocabulary. How will they explain their thoughts/ideas (to a partner, small group, whole class)? Service Learning: What is a possible design or model that explains the issue? [Begin Session Two] Step 1) Welcome the recruits back to their next training session. Review the 12 Types of Ads with them and ask if they observed any of the types on TV in between training sessions. Step 2) The instructor should give each recruit group an item brought from home. This should be a common item that the recruits will have to convince the public to buy through their own designed and recorded commercial. Step 3) Explain to the groups that they will need to choose an ad type, devise a script, and record their commercial all based on the item they were given. Step 4) As the groups have not learned about editing; recommend that they practice their script before actually recording. Step 5) Check out equipment and let the groups begin recording. Elaborate & Create - (written in easy to follow steps): They should be able to process what they learned and share what they learned in a variety of ways (verbally, visually, kinesthetically, etc.). How will they extend their learning and transfer their knowledge to new situations/applications? What will they create? Service Learning: How will they design, plan and implement the service? Step 1) Have the recruits present their commercial to the training class. Step 2) Ask them to share the process they undertook to arrive at their finished commercial production. Evaluate - (written in easy to follow steps): How will they demonstrate their understanding throughout each of the above phases? How will you assess knowledge at the end of the lesson? Service Learning: How will they know if the service had an impact on the community? Step 1) Have the recruits evaluate their experience through a fist of five process (holding up hands with fingers determining like – 1 = very little / 5 = a lot). Step 2) Ask what other steps could be taken for them to gain a better understanding of commercials and advertising. Step 3) Share with the recruits that the next lesson will begin their training around drama & comedy. Guiding Questions: Questions you want them to be able to answer and think about, using the New Bloom's Taxonomy. Engage: 1. What are some parts of the camera? 2. Share some various camera shots that you like. 3. Explain the concept of script writing. 4. What is a storyboard? 5. What was so big about Dr. Horrible’s Sing-Along-Blog? 6. Do you have a favorite commercial? Why? What was so special about this commercial? 7. Have you ever watched a commercial that was boring or didn’t capture your interest? Tell us about it. 8. Explain the storyline of the Nike commercial you just watched. Explore: 1. Who was Donald Gunn? 2. What are the 12 types of ads? 3. Share your thoughts about each ad type. 4. Which ad type is your favorite? Why? 5. If you were to record a commercial, what type would you like to record? Explain: 1. Name a few of the 12 types of ads as defined by Donald Gunn. 2. Share some ads that you watched this past week and explain the type of ad that they were. 3. What characteristics of the item you were given do you think are sellable? Which characteristics are not? 4. Which type of ad category do you think will best fit your product? 5. What process will you undertake to make the best commercial? Elaborate: 1. Why did you script your production like you did? 2. Is there anything that you could have done better? Evaluate: 1. What are your thoughts on this assignment? Easy, Hard, Need more time? 2. What is your perception of commercials and advertising now? 3. Why do you think being able to make a commercial would be important to an organization like The Agency? 4) Closing/Reflection Closing Activity & Participant Reflection: This should be a focused activity where students/parents/families reflect on their learning. It can include such strategies as Accountable Talk, 3-2-1 (3 things you liked, 2 things you learned, and 1 comment or question you have), or another type of strategy that brings forward their opinions and ideas about what they learned and how to enhance the lesson. This lesson can be expanded into multiple lessons with recruits using out of class time to record their commercials. Upon completion of the activity, recruits should be encouraged to reflect on the 12 types of advertising as a way to evaluate many different academic subjects.